GROUPS IN CONTEXT HSC CORE Newcastle High School
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CONTENTS
PAGES
GROUPS IN CONTEXT SYLLABUS
3‐5
IDENTIFYING GROUPS WITH SPECIFIC NEEDS
6‐8
CHRNICALY ILL ‐ NEEDS
9‐11
CULTURAL GROUPS ‐ NEEDS
12‐15
FAMILIES IN CRISIS ‐ NEEDS
16 ‐19
THE DISABLED ‐ NEEDS
20‐23
GAY AND LESBIAN ‐ NEEDS
24‐28
SOLE PARENTS ‐ NEEDS
29‐32
RURAL ‐ NEEDS
33‐35
SOCIOECONOMICALLY DISADVANTAGED
36‐38
HOMELESS ‐ NEEDS
39‐45
YOUTH ‐ NEEDS
46‐48
THE AGED ‐ NEEDS
49 – 52
FACTORS AFFECTING ACCESS TO RESOURCES
53 ‐ 56
ANALYSE THE EFFECT OF ACCESS TO RESOURCES ON THE WELL BEING OF GROUPS
57
COMPOUNDING THE ISSUES
58
FACTORS AFFECTING ACCESS TO RESOURCES FOR EACH GROUP
59 ‐ 69
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HSC Core: Groups in Context This module should occupy approximately 25 percent of total course time. Economic, political, geographical and social conditions may contribute to inequities across groups within a community. For these groups, defining needs, creating opportunities for access to resources and skill in resource management increases their potential to achieve wellbeing. This module builds upon study of the role groups play in meeting individual, family and community needs introduced in the Preliminary course module — Individuals and Groups. In this module, the focus of students’ investigation is on the needs of individuals in specific groups and their access to resources to satisfy these needs. Module Focus • Identifying groups with specific needs • Identifying the needs of specific groups in the community • Researching community groups Outcomes A student: H1.1 analyses the effect of resource management on the wellbeing of individuals, groups, families and communities H2.2 evaluates strategies to contribute to positive relationships and the wellbeing of individuals, groups, families and communities H2.3 critically examines how individual rights and responsibilities in various environments contribute to wellbeing H3.1 analyses the sociocultural factors that lead to special needs of individuals in groups H3.3 critically analyses the role of policy and community structures in supporting diversity H4.1 justifies and applies appropriate research methodologies H4.2 communicates ideas, debates issues and justifies opinions H5.1 proposes management strategies to enable individuals and groups to satisfy their specific needs and to ensure equitable access to resources H6.2 formulates strategic plans that preserve rights, promote responsibilities and establish roles leading to the creation of positive social environments.
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identifying groups with specific needs Teacher note: In this section students are required to gain a general understanding of the characteristics and needs of members of each of the groups. Detailed study of three groups is outlined in the next section of this module. groups • aged • chronically ill • cultural groups, e.g. Aboriginal and Torres Strait Islander • identify special characteristics of each group in order to justify why each should • families in crisis be considered a unique entity • disabled • describe people who belong to different groups within society by: • gay and lesbian – identifying the needs of the people in these groups • rural families – evaluating the access of these groups to resources • sole parents • socioeconomically disadvantaged • the homeless • youth identifying the needs of specific groups in the community needs • access to services • classify specific needs and prioritise the significance of each to different groups • education • employment • financial support • health • housing • security and safety • self‐esteem • sense of identify factors affecting access to resources • analyse the effect of access to resources on the wellbeing of groups identified. • age Consider the extent to which this issue may be compounded for individuals who • disability are affected by a number of factors, e.g. a rural family experiencing financial hardship • education • ethnicity/culture • gender • location • socioeconomic status
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Students learn about:
Students learn to:
researching community groups
Teacher note: In this section students are required to conduct a detailed investigation of three community groups. The areas of study are a guide and may not be equally relevant to each group identified. For example, issues such as conflict between group and community interests may not be applicable to particular groups but this should emerge as a finding of student inquiry. areas of study • legal and social definition of specific groups • discuss the rights, responsibilities and attitudes of individuals within groups to the wider community • identifying characteristics • hypothesise about ways of resolving conflict that might exist • specific needs between the group’s needs and the expectations of the • government policies and regulations wider community • community responsibility • critically analyse the relationships between societal • rights of the group structures and the ability to satisfy needs • access to resources • propose modifications to the social environment that • societal attitudes towards the group facilitate the satisfaction of the group’s needs • issues of concern for the group • think critically about equity issues faced by groups and • conflict between group and community interests formulate management strategies to address them • power within the group and the community • positive contributions the group makes to the community • extent to which community service groups assist in meeting the needs of specific groups
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IDENTIFYING GROUPS WITH SPECIFIC NEEDS The word ‘unique’ means rare, one of a kind, distinctive, unusual or different. An ‘entity’ is a distinct or separate being, unit or thing. A unique entity is therefore a distinct thing that is one of a kind. In other words, each of the above groups is different, and each possesses qualities or characteristics that distinguish it from the others.
GROUP /LEGAL DEFINITION AGED The terms “elderly” and “aged” mean people aged over 65years of age. Source: Centrelink CHRONICALLY ILL The chronically ill are people who suffer from permanent, long‐lasting or recurrent illness. CULTURAL GROUPS A cultural group is a group of people who share a common culture or background. FAMILIES IN CRISIS A family in crisis is a family that has to deal with a change to everyday life, such as a trauma, which affects the family as a whole. DISABLED A person who has a physical, intellectual or psychiatric impairment whose participation in everyday activities is restricted. GAY AND LESBIAN Gay and lesbian people are those who have a sexual attraction towards others of the same sex, and who identify as such within society.
CHARCTERISTICS WHICH MAKE THE GROUP A UNIQUE ENTITY
Age Employment status Lifelong experiences and skills
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RURAL FAMILIES A rural family is a family that lives in an area that is not highly populated. SOLE PARENTS A sole parent is a person who cares for one or more children without assistance from another parent or carer living in the same home. SOCIOECONOMICALLY DISADVANTAGED Socioeconomically disadvantaged people are people who have a low income, are unemployed or have limited access to services. THE HOMELESS The homeless are people who lack resources and social support and so are forced to live in crisis accommodation, in refuges, on the street or in other temporary accommodation. YOUTH Youth are people between 15 and 24 years of age.
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List the factors that affect Access to Resources (ASLEDGE) What are the 9 needs in the Groups in Context Syllabus? (SHE HAS EFS) A_________________________________ S____________________________________________ S__________________________________ H____________________________________________ L__________________________________ E____________________________________________ E__________________________________ H____________________________________________ D__________________________________ A____________________________________________ G__________________________________ S____________________________________________ E__________________________________ E____________________________________________ F_____________________________________________ S_____________________________________________ Self‐esteem is how individual feel about themselves. Whether an individual’s self‐esteem is high or low affects how they communicate and socialise with others. Self‐esteem also affects how much confidence a person has to try something new. Being physically active and having good nutrition is essential for all individuals, no matter what group they belong to. However, for those with specific needs, maintaining good health is essential, as they might be more susceptible to illness or find it more difficult to achieve or maintain physical wellbeing. Education is formal training in the knowledge and skills necessary to succeed in life. It also helps individuals to become aware of what services are available for them to use to maintain their wellbeing. Housing comprises a secure place where individuals can relax and feel comfortable. Having adequate housing also decreases the incidence of health issues and ensures a safe environment. When an individual has access to services that can help to meet their needs, they are better able to meet their and their family’s needs. An individual’s sense of identity is their understanding of who they are. This knowledge helps individuals to feel confident in what they do in life. The security and safety of all individuals is important, not only for their personal comfort but also in ensuring that they are physically safe from any dangers in their outside environment. Employment is needed by individuals so that they can earn an income in order to provide for themselves and their families. Having an income allows individuals to satisfy their needs and wants, including housing, food and clothing. Financial support comprises monetary payments to assist those who are unable to work or who are finding it difficult to access employment. Such support allows individuals to maintain their wellbeing.
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CHRONICALLY ILL Anyone can suffer from a chronic illness, as it is an illness that persists over an extended period of time E.g. Asthma, diabetes, arthritis, cancer. ACCESS TO SERVICES ‐ Rely heavily on health professionals. ‐ When someone has been ill for a long period of time, considerable money has probably been sent seeking treatment, some people cannot afford to continue to access assistance that may be available. ‐ May be long waiting lists to access the public health system. ‐ Private health insurance may not be affordable to all. ‐ Chronically ill persons may not get immediate coverage on private health insurance or may not be eligible at all as they have a pre existing illness. ‐ Health services such as home health and respite centres provide respite for families who have chronically ill patients living at home. ‐ Chronically ill may have physical limitations which prevent them accessing services. EMPLOYMENT ‐ Most awards include the provision of sick leave, this usually involves some coverage for illness on full pay, then half pay, then leave without pay. ‐ Some employers may offer flexible work situations such as working from home. ‐ If an employee uses all their leave they may loose their job, this will make it very difficult to find another job especially if they have a history of high absenteeism. ‐ Occupational Health and Safety Act aims at establishing safety standards in Australia workplaces so that injury and disease can be prevented. ‐ Under the NSW Workers Compensation Act 1987 if an illness occurs due to the fault of the place of employment, then the employee is entitled to compensation. The employer should also provide retraining if a worker is unable to return to their previous position.
EDUCATION ‐Have a right to education as those who are well and schools and other educational institutions cannot deny access. –An illness may affect an individuals attendance and hence performance at school. –Special provisions for illness are allowed at educational facilities. –Hospitals often have schools on site. –Some schools, TAFE and uni courses are conducted via distance education. This allows individuals to complete the work at home using a flexible time structure. –Education can enhance a person’s intellectual well being, as well as taking the focus of attention away from the illness. May give the individual a sense of normality –Educating a person and the community about various illnesses is important so they have an understanding of it and develop strategies to control it. –A chronic illness may inhibit the learning of an individual for example they could always be tired or sick.
HEALTH –Chronically ill may experience remissions in their condition that gives them some experience of a good quality life. –Day to day health can be affected by medication and or treatments. –Some chronic illness can be prevented or improved by effective control of diet, avoiding smoking and alcohol and eating a balanced diet. –Constant illness may affect the emotional and social needs of an individual. ‐ May need medications, chemotherapy, occupational therapy and the support of a local doctor. ‐ Some hospitals specialise in particular chronic illnesses such as cancer 9
SECURITY AND SAFETY ‐The home or hospital should feel safe and secure ‐The environment should be positive and supportive. ‐Positive communication between the patient and the carer is needed so that they are working together to reach a common goal ‐Those suffering from life threatening illnesses need love and support from those around them to lessen the feelings of insecurity and powerlessness. Some may need spiritual guidance for example meditation to help them. ‐Safety of the chronically ill can be improved by making modifications around the home. ‐Agencies such as Telecross run by the Red Cross can add to a patient’s safety and security. The caller contacts Telecross if the dependent does not answer the phone at the predetermined time. Wearing a Vitacalll pendant with a button to press in emergencies may help the people feel more secure. ‐ Some patients wear a bracelet alerting others to their condition
HOUSING FINANCIAL SUPPORT ‐ Standard of housing may be lower due to the costs involved in caring –Financial burden on individuals and families due to ongoing medical treatment and for the chronically ill. possible alterations to the home and difficulty in gaining employment ‐ Modifications may be made to the house to cater for the chronically ills –Sickness allowance is available for people who are employed but are temporarily needs, for example installing ramps unable to work due to a medical condition. It is not a long term payment and is only ‐ Relocation may be needed if a person requires constant medical paid for temporary incapacity. A medical certificate from a doctor is required. supervision and procedures –Mobility allowance is available for people whose illness or disability prevents them from using public transport. Can funds such things as taxi fares to and from medical appointments SENSE OF IDENTITY –The government provides Pharmaceutical Benefits Scheme to assist eligible ‐ Chronically ill may feel a loss of identity, this is because the illness has individuals to some assistance to their prescription medicines. interfered with aspects of their work, sport, social or family life. Carers looking after chronically ill may be eligible for carer payments –Some people may avoid situations or activities that they would have Disability support Pension is given to individuals unable to work because of their been involved in had they been well. disability – it is income and asset tested. –Many individuals in this group manage their illness and live life to the fullest SELF ESTEEM May experience physical changes such as weight loss, loss of hair which will impact on their self esteem. Loss of independence can also lead to a lowering of self esteem Society should treat this group as capable, valuable and contributing members of society, this in turn helps to remove feelings of helplessness, dependency and isolation and hence improve self esteem. Often in constant pain, which can result in depression and lack of energy, lowering self esteem 10 An inability to maintain education and employment is another contributor to decreased self esteem
PRIORITISE THE SIGNIFICANCE OF EACH NEED TO DIFFERENT GROUPS – CHRONICALLY ILL A chronic illness is one that is long‐lasting or recurrent. A 2004–05 survey found that 77 per cent of people had had one or more long‐term health condition. Examples of chronic illness include cancer, arthritis, chronic fatigue syndrome, diabetes, asthma and cardiovascular disease. The costs of being chronically ill are quite high; they can include hospital costs, specialist costs and the costs of medicines and equipment. Source of survey: http://www.aihw.gov.au/publications/index.cfm/title/10014 Anyone can suffer from a chronic illness—people of any age, gender, culture or ethnicity. People who are chronically ill need to manage their health or wellbeing with medication or other medical support. For example, a person who suffers from asthma might need preventative or reliever medications, and a person who has cancer might need chemotherapy and/or medication for pain. Without this medication or other medical support their health would get worse. The specific needs of the chronically ill relate predominantly to health and access to services, but these can vary depending on the type of illness experienced. Many members of this group live their life without any daily issues—they can go to school, have a job or participate in social activities without anyone else even knowing that they have a chronic illness. However, at times their illness might affect the amount of energy or time they can put into their everyday activities, and so their needs might change depending on the state of their health at any given time. For example, for a person with cystic fibrosis, health and education might become significant needs when hospitalisations or chest infections result in absences from school, so extra help might be needed at these times to catch up on schoolwork. At other times, however, they might be able to attend school as usual, so other needs such as self‐esteem might be more significant to them at that time. 63Similarly, a person who has cancer might have times when they feel energetic and able to complete daily activities without problems; however, there might be other times when they feel tired and run down and their health becomes their most important need. Some people who have a chronic illness might also have financial problems due to their ongoing medical costs, so financial support might also be a significant need for members of this group.
Priority of Needs
Explanation of why this need is a Priority
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CULTURAL GROUPS
EMPLOYMENT According to the 2001 census almost 22% of indigenous males aged 15 years or over were unemployed, as were 18% of indigenous females‐ the levels for non indigenous people were 7.7% for males and 6.5% for females. Excluding people employed under the Community Development Employment Projects (CDEP) scheme, the overall Indigenous unemployment rate would have been around 34%, almost 5 times the rate for non indigenous people. Just under a quarter of employed worked as labourers and related workers and around 15% were classified as managers or professionals. The Aboriginal economy of semi nomadic hunting and gathering has largely been destroyed, many have been denied workplace opportunities because of discrimination and government policy. It was only in the late 60’s that Indigenous people were entitled to equal wages. High unemployment is due to low levels of skills, lack of educational and vocational qualifications and the fact that many live in remote areas which offer few job opportunities. The government has implemented a policy to improve the employment situation it consists of: Increasing job skills Promoting employment and business opportunities in remote areas Encouraging unemployed to undertake community work in return for receiving government assistance and then move to mainstream employment – CDEP Much of the employment in rural areas is seasonal without job security and only attracting low wages.
ACCESS TO SERVICES Many services exist to assist cultural groups, the challenge is to make individuals in this group aware of the services and how they can access these services. Access to services may be hindered by their health, proximity of culturally appropriate services, proficiency in speaking English, lack of available transport and their economic disadvantage. Cultural factors may inhibit access to services such as mistrust and cultural misunderstandings.
FINANCIAL SUPPORT The medium family income for indigenous people ($630) in 2001 was slightly more than one half of that for non indigenous people ($1188). CDEP payments were the main source of income for 11% of indigenous people, and other government pensions and allowances 52%. The reliance on government payments is more than twice that of non indigenous people. Indigenous leaders such as lawyer Mr Noel Parsons stated that passive welfare was a poison destroying his people. He stated” that the provision of an income to able bodied working age people without reciprocity is the source of our social problems” Financial support is given through Abstudy, payments through CDEP and other payments the same as other groups including concessions such as rent assistance, pharmaceutical allowance, health care cards, family allowance payments, parenting payments. Centrelink provides a community agent program which provides funding to indigenous community organizations to employ individuals in the community to give out information on services and payments and to assist in filling out forms and any other problems. An indigenous customer service officer is also provided by Centrelink who gives information about looking for work, contacting services and other government agencies.to access. The government also assists financially by providing funding to various organizations to assist indigenous people. For example $2.1 billion has been 12 provided for indigenous education for 2005‐2008
HEALTH Prior to white settlement aborigines enjoyed a rich and balanced diet of natural foods. Western food habits and foods have had a big impact on the eating and health of this group. Experience much poorer health than the general Australian population. Life expectancy is approx 20 years less for an Indigenous Australian Major causes of death are cardiovascular diseases, injury, respiratory diseases and cancer Low birth weights, still births and neonatal deaths are nearly twice as common among births to indigenous mothers Causes of poor indigenous health include, lower socioeconomic status, specific risk factors such as higher smoking and substance abuse rates, poorer nutrition, social and cultural factors such as removal from land and separation from families and location and environmental factors including remoteness and poor quality housing and facilities. Nationally the indigenous rate of imprisionment was 15 times the non indigenous rate. Another area of concern is the number of deaths whilst in custody. Aboriginal women in remote areas were 45 times more likely to suffer from domestic violence than non indigenous women. Remotenesss is a problem in accessing health care Higher levels of mental health issues such as self harm, substance misuse and suicidal behaviour. Indigenous children more likely to be under care and protection orders.
SENSE OF IDENTITY Cultural beliefs and values assist in giving an individual a sense of identity, therefore indigenous people should be encouraged to do this. Educating the community on indigenous culture is a way of protecting their sense of identity. Many children of the stolen generation are feeling a strong sense of not belonging to either culture. The loss of identity has ramifications for the individual’s well being and in turn the well being of their families. As traditional cultures cease to be passed onto successive generations, it disintegrates the culture and thus the identity.
SELF ESTEEM May suffer from a low self esteem due to factors such as low income, unemployment, poor health, low expectations from society and negative stereotypical attitudes Low self esteem can lead to things such as alcoholism and drug abuse Discrimination may lead to a low self esteem.
HOUSING Often live in sub standard living conditions characterized by overcrowding, inadequate water and washing facilities, poor sanitation and sewerage disposal, limited food storage and sub‐optimal food preparation facilities. In the early 1970’s up to 20% of indigenous families lived in humpies, shacks and other improvised dwellings, today this is now less than 3%. Housing is largely provided by the government with a proportion purchasing their own home. Many live in extended family situations. It may be impossible for Indigenous people to move into a semi traditional European style house which may not be appropriate for their culture or what they value. The great diversity of lifestyles have not been catered for in government housing policies. Individuals may be reluctant to rent accommodation to indigenous people. In 2001, the Commonwealth, State and Territory Housing Ministers adopted a new policy of “safe, healthy and sustainable housing for indigenous Australians”. Implementation of the new policy, and the strategies outlined in the 10 year statement, will provide better housing and housing related infrastructure, which will in turn lead to improved environmental health outcomes for indigenous people. Indigenous people are eligible for Department of Housing accommodation, there are also hostels available and organizations to assist with rentals and the discrimination which may arise when attempting to rent
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EDUCATION According to the 2001 census 3% of Indigenous people aged 15 years or older have never attended school, compared to 1% of non indigenous people. Less than 2% of the indigenous population reported attending a tertiary institution compared with almost 4% of the non indigenous population. 17% of indigenous completed Year 12 or equivalent compared to 38% of non indigenous. Indigenous people are much less likely to complete their education and are much less likely to pursue post school qualifications.
Contributing factors are poor attendance and low levels of literacy and numeracy attainment in the early years of school. Substandard housing, inadequate facilities for homework and study, poor health and low teacher expectations can hinder indigenous people’s achievements.
The environment of conventional schools, with the emphasis on “sit, chalk, talk” can be difficult for indigenous Aust. To cope with and offer limited opportunities for experiencing traditional customs and language. Many are ambivalent about the value of European style education for their children, as education has often been seen as a mechanism to remove any remaining culture. In rural areas little value is placed on education as a means of obtaining employment as job prospects are low.
Poor performance at school can lower self esteem and contribute to leaving school at an early age.
ABSTUDY provided through Centrelink is a means tested living allowance and other supplementary benefits available to secondary and tertiary students to assist with schooling needs. Aboriginal Education Assistants, Aboriginal Community and student Liason Officers and Aboriginal Education Consultants are provided in schools and for schools. These provide role models and support for Indigenous people. The Australian Government indigenous education program aims at indigenous students achieving the level of outcomes achieved by other Australian students. The overview of Australian Government Indigenous Education programmes provides information on the Australian Government’s Indigenous Education Policy including information on the National Aboriginal and Torres Strait Islander Education Policy (AEP) and the National Goals for Indigenous Education. In December 2005, the Indigenous Education (Targeted Assistance) Ammended Bill was introduced. This bill moves to strengthen its educational programs for the benefit of Indigenous Australians.
SECURITY AND SAFETY Many indigenous people feel safer living in an indigenous community or in an extended family situation Racism and discrimination may make an individual feel insecure Harrassment may occur which may threaten safety and security Social problems of drinking and drugs impact on the safety of indigenous people with a rise in such things as domestic violence.
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PRIORITISE THE SIGNIFICANCE OF EACH NEED TO DIFFERENT GROUPS – CULTURAL GROUPS Each cultural group has its own values, language(s), religion(s), beliefs and traditions. • In Australia, English is the most common language spoken at home (78.5 per cent), followed by Italian (1.6 per cent), Greek (1.3 per cent), Cantonese (1.2 per cent), Arabic (1.2 per cent) and Mandarin (1.1 per cent). • The majority of Australians were born in Australia (70.9 per cent), followed by England (4.3 per cent), New Zealand (2.0 per cent) and China (1.0 per cent). • In Australia, Aboriginal and Torres Strait Islander people account for 2.3 per cent of the population. Source of statistics: http://www.abs.gov.au/ . Examples of cultural groups include: people who were born in a country other than Australia people who speak a language other than English at home people who are from a particular cultural background, such as Aboriginal or Torres Strait Islander people.
Many cultural groups form a minority within the broader community, and members of those groups might find it difficult to access services. For example, if the members of a particular cultural group are not be able to speak or read English very well, they might be disadvantaged in the areas of education, employment and access to health care. This disadvantage might in turn affect their knowledge and awareness of the services that they might be able to access to assist in meeting their needs.
Some cultural groups also face disadvantage due to stereotyping and negative attitudes within society. It is therefore important that all cultural groups are respected within society, and that they are assisted to access services that will enhance their wellbeing.
Priority of Needs
Explanation of why this need is a Priority
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FAMILIES IN CRISIS
ACCESS TO SERVICES ‐ Families in crisis require a range of services to cater for a variety of circumstances. These services will help them to cope with the crisis and maintain positive wellbeing. For example, a family that has suffered a death in the family may require counselling services. ‐ The cause of the crisis will effect which services are available and utilized, there are a range of government and community services that assist people in times of need. Informal support from family and friends is also very important. ‐ These services might be required for a short or a long period of time; either way, they are essential in maintaining the family’s wellbeing and ensuring that they have the opportunity to return as quickly as possible to their usual lifestyle ‐ Centrelink has a range of financial services to assist. For example if a person dies there are bereavement payments, bereavement allowance and a widow B pension. For domestic violence there is a domestic violence line, refuges and advocacy services. (offers free support and legal advice, can provide solicitors)
Family protection and the family crisis service run by DOCS deals with issues pertaining to families and individuals. It deals with child abuse and situations where children may be in danger. For addiction problems there is AA and services for gambling problems.
Services such as the Smith Family, St Vincent De Paul, Mission Australia and Centacare provide welfare support and counseling for a variety of family situations and crises Some families may not utilize services due to pride or lack of awareness. This places more stress on families who are already finding it difficult to cope. Services are also finding it difficult to meet the needs of everyone requesting help.
SELF ESTEEM Is generally low due to trauma, abuse and or crisis situation. It is usually through support networks that self esteem is built up Families in crisis may have lost their home, their life savings or even a family member, such changes can have a devastating effect on an individuals level of well being. Feelings of guilt or blaming other family members for the crisis can lower a persons self esteem Crisis can bring with it a loss of independence, security or sense of belonging. Family members need to unite in such difficult terms and they need to feel that they can have a positive effect on their own future Individuals who have caused the crisis for example a drug addicted child who may have stolen money and family possessions still need to be loved and supported from Housing NSW may also assist families in crisis with appropriate housing
their families. A parent who may have been retrenched and can no longer provide for the family may have a low self esteem
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HEALTH ‐ The health of a family in crisis can be affected if they cannot access primary needs such as food, clothing and shelter. They must also maintain their emotional health to cope in the time of crisis. For example, those living in poor accommodation may suffer from more health problems. Being in crisis places individuals under a lot of stress, if stress is long term it can be harmful to a person’s health. For example high blood pressure, ulcers and mental illness. Stress can also lead to alcoholism and other drug use
If violence is part of the crisis the family is at risk of physical and emotional A variety of services can be accessed to assist with health issues, for example Family Planning Australia, counselors, support groups Crisis situations can also make individuals experience a wide range of emotions such as fear, anxiety, anger and guilt. SECURITY AND SAFETY ‐To help each person in a family to maintain self‐esteem (emotional wellbeing), they must feel secure and safe in their environment. For example, a parent escaping from a domestic violence situation may not feel safe in their own home. Therefore they may require support from organisations such as refuges to help provide a secure environment. For a parent, knowing that their family is secure and safe is of primary importance. However, when a crisis occurs, many aspects of a family’s security and safety can be compromised, including: • physical security and safety—such as in the case of domestic violence or illness • financial security and safety—such as in the case of unemployment • emotional security and safety—such as in the case of marriage breakdown. Security and safety is a priority for families in crisis, because at a time of crisis it is particularly important not only to be physically safe but also to be able to feel secure and comfortable. For this reason, there are many organisations that provide emergency crisis accommodation, affordable housing and other services such as transport to employment and schools to families in crisis. Children suffer from living with domestic violence and need help to recover, they are frequently ill, have low self esteem, are insecure, experience nightmares and may be disruptive at school, often because they feel they are partially to blame. Children need to be
encouraged to talk and be assured that it is not their fault. Parental separation or divorce can also make an individual feel insecure. Parents need to help children accept that this structure has permanently changed but does not effect the love that they have for them.
EDUCATION If possible it is in the child’s best interest if the crisis has little interference on the child’s schooling as this can be one aspect of the child’s life where normality can exist If the crisis is related to family breakdown due to separation of the parents, drug or gambling problems, the child could be experiencing difficulties concentrating at school. Parents need to notify the school of any such crisis so it can be sympathetic to the student’s situation. School counselor may be able to help or can refer the child to other agencies. Extra assistance may be needed to help the child catch up on work missed. Alternative forms of education which are more flexible may need to be considered.
HOUSING Families in domestic violence situations may have to move out of the family home and may find accommodation in refuges, shelters and half way houses. Families who have experienced a natural disaster may have lost their family home and may need to seek alternate housing. Crisis may also place financial strain on the family and therefore may not be able to afford repayments or rent. The Supported Accommodation Assistance Program (SAAP) funds community services to assist people in crises and who are in genuine need of accommodation. It provides emergency and long term accommodation and helps people move towards independent living or return to their own families. Charity organization also assist through provision of accommodation or financial assistance towards housing costs. ‐For a family to stay safe and secure it requires adequate housing that is clean and comfortable. For example, when a national disaster such as a bushfire occurs, a family may need alternative housing.
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FINANCIAL SUPPORT When a crisis occurs there may be additional expenses, or the family may lack the funds required for everyday needs. Financial support helps them to stay on top of these expenses. For example, a financial payment after a natural disaster can help pay for emergency housing ‐ Unplanned crisis situations may result in the families requiring income support ‐ Centrelink is the main formal provider of financial support in Australia. It is designed to help people in crisis situations. Centrelink provides a range of payments, including: • crisis payments • disaster recovery payments • exceptional circumstances relief payments • sickness allowances. Other organisations such as Lifeline and the Salvation Army supply other forms of financial support, including food vouchers and clothing,that reduce the financial stresses on families in crisis. Without such financial support, a family might lose possession of their car or even home, which would place them under further stress. With financial support, a family in crisis can maintain as much of a normal everyday life as possible, ensuring that their emotional wellbeing is maintained. EMPLOYMENT Depending on the crisis some family members will continue to work, SENSE OF IDENTITY others may need to take leave or resign. ‐ When a crisis occurs, the family unit can break If the workplace is supportive an employ may be able to take a period down, those who leave the family may lack an of leave or use accumulated holidays. established sense of identity. The time away from work can be used to deal with the situation, for Crisis situations may also bring the family closer example finding alternative housing or arranging financial assistance. together and strengthen their sense of identity. If the crisis is a domestic violence issue a person may find it hard to return and may need to move to another area. This may mean applying for a transfer if this is possible. ‐ Employment provides income, which helps families afford housing and everyday needs. It also provides people with knowledge and skills to help them improve their lives. For example, unemployment can make it very difficult to pay bills.
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PRIORITISE THE SIGNIFICANCE OF EACH NEED TO DIFFERENT GROUPS – FAMILIES IN CRISIS A crisis can be temporary or permanent. A crisis can occur to any family, no matter what age its members are. A crisis can affect various aspects of a family’s life, including education, health, work, safety, housing and self‐esteem. Examples of family crises include fire, flood, domestic violence, sickness, death, separation and unemployment. The change for the family in crisis might be temporary (for example, a flood that damages their house) or permanent (for example, a death in the family), and might have different effects on each of the individuals within the family. Even if the crisis occurs only to one member of the family, everyone else will be affected in some way. For example, if the mother of a two‐parent family loses her job, then both she and her husband or partner will need to budget and decide what financial changes will need to be made within the family. Any children in the family might need to go without some of their wants for a period of time or until their mother finds work again. Many families in crisis need assistance from others in the community, whether from family or friends, who might provide a place to stay, or from a government agency such as Centrelink, which might provide financial assistance. W The Australian Government Disaster Recovery Payment is a short‐term financial payment for people who have been affected by a major disaster. The group families in crisis can be considered a unique entity due to the trauma these families go through at the time of the crisis. This makes them distinctive in that their needs are different from those of families who are not experiencing a crisis, and they might require greater support to enable them to achieve wellbeing at this time. An example of families in crisis would be the families affected by the ‘Black Saturday’ bushfires in Victoria in 2009.
F a Priority of Needs
Explanation of why this need is a Priority
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